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문화자본론의 관점에서 탐색한 한국 중년층의 문해력 격차 연구: 독서활동 및 비형식 학습참여의 매개효과를 중심으로

Reading habit, non-formal learning participation and literacy skills of the Korean middle-aged adults: Applying Bourdieu’s theoretical perspective

김수혜
한국교육사회학회 (The Korean Society for Sociology of Education)|2019.09|교육사회학연구 (Korean Journal of Sociology of Education)|제29권 제3호|pp. 1-35|DOI 10.32465/ksocio.2019.29.3.001

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독서활동PIAACcultural capital문화자본론문화재생산론성인 문해력비형식 학습cultural reproductionadult literacyreading habitnon-formal learning participation
주제분류교육학

초록

본 연구는 Bourdieu의 문화자본론을 바탕으로 한국 중년층(50-65세) 베이비부머 세대 문해력 격차의 실태와 불평등의 원인을 구조적으로 분석하고자 수행되었다. 이를 위해 OECD 국제성인역량 조사(Programme for the International Assessment of Adult Competencies, PIAAC) 자료를 활용하였으며, 분석 결과는 다음과 같았다. 먼저 본인의 교육수준과 직업지위가 높을수록 소설이나 교양서적 등의 독서활동을 더욱 빈번하게 영위하며 비형식 학습참여 가능성 또한 높은 것으로 나타났다. 출신배경(부모 학력, 청소년기 가정 내 장서)과 독서활동 및 비형식 학습참여와의 관계를 분석한 결과 객체화된 문화자본인 청소년기 가정 내 책 보유정도만이 한국 중년층의 독서활동과 유의미한 관련성을 맺는 것으로 확인되었다. 아울러 한국 중년층의 빈번한 독서활동은 문해력 향상과 밀접한 관련이 있었지만 비형식 학습참여의 효과는 뚜렷하지 않은 것으로 나타났다. 이러한 변인들의 관계를 보다 세밀하게 파악하기 위해 구조방정식모형 분석을 수행한 결과, 출신배경이 본인의 사회적 지위를 통해 중년층의 독서활동과 비형식 학습참여에 발휘하는 간접효과가 상당한 것으로 파악되었다. 더불어 출신배경과 본인의 사회적 지위는 독서활동과 비형식 학습참여를 매개로 중년층의 문해력에 유의미한 간접효과를 발휘하는 것으로 확인되었다. 이러한 결과에 기대어 본 연구의 결론에서는 중년층의 독서활동, 비형식 학습참여, 문해력 불평등 관련 이론적 논의를 심도 있게 개진하였다.

Abstract

This study is to examine variations of reading habit, non-formal learning participation and literacy skills among the middle-aged(50-65 years old) population in South Korea adopting the Bourdieu’s cultural capital and reproduction theory. Empirical results from PIAAC（Programme for the International Assessment of Adult Competencies) data analyses demonstrate that those with more education and high skilled jobs tend to enjoy reading more frequently and to participate in non-formal learning in South Korea. In terms of home advantage, reading habitus is not closely associated with parents’ education but the number of books at home in adolescence matters for reading habit in the Korean middle-aged population. Indeed, the daily reading habit is related to an increase score in the PIAAC literacy assessment for the Korean middle-aged adults taking account of other key variables(gender, intergenerational SES, having a paid-job) associated with adult literacy skills. To illuminate a detailed pathway from social origin to literacy skills, I apply Structural Equation Modeling (SEM) analysis. The SEM finds strong indirect effects of social origin on reading habit and the non-formal learning participation via the middle-aged’s social status (education and occupation). It is also discovered that the reading habit and non-formal learning participation play a mediating role in the relationship between intergenerational attainment and literacy skills of the Korean middle-aged adults. In closing, I further discuss the inequality issue on reading, non-formal learning participation and literacy skills of the Korean middle-aged population from the intertwined theoretical perspectives in the sociology of education.

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